Academic staff
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My research interests centre around inclusive education across the age range into adulthood. Alongside autistic colleagues, I also research ways in which society could be more conducive to fulfilling lives of autistic people. I am Professorial Research Lead in Law and Social Sciences at LSBU, and Professor of Social Justice and Inclusive Practice. Along with Dr Shaminder Takhar I am interim co lead the LSBU Research Centre for Social Justice and Global Responsibility.
As an Accredited Speaker for the CPD Standards Office, I deliver CPD on autism and social inclusion. I have an overview of two research groups at LSBU: Education for Social Justice (Ed4SJ) and Critical Autism and Disability Studies (CADS). The Participatory Autism Research Collective (PARC) originated within CADS. I am a National Teaching Fellow and hold, or have held, visiting professorships and fellowships at: Hong Kong Institute of Education, Trinity College Cambridge, Sheffield Hallam University and the RSA. Current funded research is exploring the wellbeing requirements of older autistic adults who have intellectual impairments and their family carers, and creating an autism friendly local authority. I am currently working on an edited book about Universal Design for Learning in Higher Education, and I edit the Journal of Inclusive Practice in Further and Higher Education.
Courses taught
Professional Doctorate in Education with specific focus on social justice and inclusion - EdD
Postgraduate Research Supervision
Current
| Mr Andrew Christopher Levett Read | Doctoral Research Project | DProf |
| Mr Justyn Rodney Mackay | Whose voice is it anyway? Understanding Authentic Voice in ‘SEN’ learning support. | DProf |
| Mr Christopher Matthews | Perspectives of mature students on what encouraged them to access Higher Education | DProf |
| Mrs Sarah Louise Hodgson-Jones | Doctoral Research Project | DProf |
| Ms Sharron Jane Sturgess | An investigation into social support and social space for autistic university students | DProf |
| Ms Nelly Alfandari | Critical pedagogies in the secondary school classroom: Space, engagement, and emotions | DProf |
| Mr Audley Beverley Graham | NEGOTIATING SPACES IN ACADEMIA: WHAT MEDIATING FACTORS IMPACT ON THE PARTICIPATION AND PROGRESSION OF BRITISH AFRICAN CARIBBEAN MALES IN ACADEMIA | DProf |
| Ms Joanna Krupa | A comparison of how teachers and parents/carers perceive the impact of autism diagnosis on school-age children and their sense of ‘self’ | PhD |
| Miss Mynesha Sankar | Nursing and midwifery students’ lens: connecting theory to practice | DProf |
| Mrs Rachel Beth Picton | An exploration of Generation Z student diagnostic radiographers’ experience of using social media for professional learning. | DProf |
| Mrs Denise Murdoch | Doctoral Research Project | MRes |
| Miss Mira Wille | Black students' experiences in higher education and the transition to postgraduate study | PhD |
| Mr M'Badia Urbain-Olivier Akpandja | Deaf People and their Persistent Challenges with Criminal Justice System in the United Kingdom | PhD |
| Mrs Francesca Elizabeth Arocas | Doctoral Research Project | DProf |
| Miss Paula Sanchez | 'Against the norm' mothering: A reflexive thematic analysis of autistic motherhood | PhD |
| Lucy Arora | DProf | |
| Paula Sanchez | PhD |
Awarded in the last 5 years
| Mrs Lucy Catherine Arora | Professional doctorate study and motherhood: A critical discourse analysis | DProf |
| Ms Janet Ramdeo | Black Female Teachers in White-Dominated Educational Spaces: Narratives of Professional Identity | DProf |
| Mrs Cheryl Anne Angell-Wells | BEYOND BEING HANDED THE IPAD: A HERMENEUTIC PHENOMENOLOGICAL STUDY OF LECTURERS' LIVED EXPERIENCES OF IPAD ADOPTION | DProf |
| Mrs Sandra Ellen Woods | Exploring the lived experience of Dementia Friends Champions: Poetic representation | DProf |
| Ms Patricia Anne Odell | Quick Fix’ Or ‘Slow Deep Burn’? An Exploration Of The Benefits And Challenges Of Implementing A Joint Practice Development Approach In Further Education Institutions | DProf |
| Ms Claire Patricia Felix | CRACKING THE CODE: FACTORS THAT INFLUENCE ACADEMIC SUCCESS ON THE SOCIAL WORK DEGREE A NEWLY QUALIFIED BLACK SOCIAL WORKER’S PERSPECTIVE | DProf |
| Ms Sally Elizabeth Brett | Pupils’ Experiences of Authentic Voice and Participatory Practices in a Special School | DProf |
| Sally Brett | DProf (taught) | |
| P ODell | DProf |
Derby University
Manchester Metropolitan University
University of Virginia
Northumbria University
Autism
Autism
Parliamentary Advisory
Prizes, awards, and accolades
National Teaching Fellowship Award (Jun 2015)
Advance-HE
Evidence to public body
May 2019
Member of Westminster Autism Commission since 2019
Introducing critical autism studies (CAS) from the Anglophone research
Lefebvre, M-E., Chown, N. and Martin, N. (2023). Introducing critical autism studies (CAS) from the Anglophone research. Canadian Journal of Disability Studies. 12 (1).
Contemplating teacher talk through a critical autism studies lens
Hodge, N., Douglas, P., Kruth, M., Connolly, S., Martin, N., Gowler, K. and Smith, C. (2022). Contemplating teacher talk through a critical autism studies lens. in: Milton, D. and Ryan, S. (ed.) The Routledge International Handbook of Critical Autism Studies London Routledge (Taylor & Francis Group).
Inclusive Adult Educational Opportunities within the Criminal Justice System: Reflecting on the work of the charity Theatre in Prison and Probation (TiPP).
Dolan-Martin, D. and Martin, N. (2022). Inclusive Adult Educational Opportunities within the Criminal Justice System: Reflecting on the work of the charity Theatre in Prison and Probation (TiPP). Journal of Inclusive Practice in Further and Higher Education. 14 (1).
Healthcare Barriers, Health Outcomes, and Annual Health Checks for Autistic Adults: A Cross-Sectional Study of General Practitioners’ Knowledge, Attitudes and Practices
Chown, N., Shaw, S.C.K., Doherty, M., Johnson, M., Krupa, J., Martin, N. and Brooker-Corcoran, M. (2022). Healthcare Barriers, Health Outcomes, and Annual Health Checks for Autistic Adults: A Cross-Sectional Study of General Practitioners’ Knowledge, Attitudes and Practices . Canadian Journal of Educational and Social Studies . 2 (4), pp. 179-199. https://doi.org/10.53103/cjess.v2i4.57
General Practitioner Autism Training and Mandatory Medical Training: A Cross-Sectional Study of GPs’ Knowledge, Attitudes and Practices
Chown, N., Shaw, S.C.K., Doherty, M., Johnson, M., Krupa, J., Martin, N. and Brooker-Corcoran, M. (2023). General Practitioner Autism Training and Mandatory Medical Training: A Cross-Sectional Study of GPs’ Knowledge, Attitudes and Practices. Canadian Journal of Educational and Social Studies. 3 (1), pp. 1-16. https://doi.org/10.53103/cjess.v3i1.99
Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison
Martin, N. (2021). Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison. Journal of Inclusive Practice in Further and Higher Education. 13 (1).
Cancer, Bereavement and Work
Martin, N. (2021). Cancer, Bereavement and Work. in: Brown, N. (ed.) Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education Bristol Bristol University Press.
Guest editorial
Fertig, H., Martin, N. and Waltz, M. (2021). Guest editorial. Advances in Autism. 7 (1). https://doi.org/10.1108/AIA-01-2021-0007
Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students
Martin, N. and Cannon, H. (2020). Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students. Journal of Inclusive Practice in Further and Higher Education. 12 (1), pp. 65-86.
A Practical Response to Ableism in Leadership in UK Higher Education
Martin, N. (2019). A Practical Response to Ableism in Leadership in UK Higher Education. in: Brown, N. and Leigh, J. (ed.) Ableism in Academia UCL Press.
Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic
Martin, N. and Peacock, B. (2020). Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic . Good Autism Practice. 21 (2), pp. 5-10.
University through the eyes of autistic students and staff
Martin, N. (2020). University through the eyes of autistic students and staff. in: Milton, D. (ed.) Neurodiversity Reader
Perspectives on UK university employment from autistic researchers and lecturers
Martin, N. (2020). Perspectives on UK university employment from autistic researchers and lecturers. Disability & Society. 36 (9), pp. 1510-1531. https://doi.org/10.1080/09687599.2020.1802579
Practical Scholarship: Optimising Beneficial Research Collaborations Between Autistic Scholars, Professional Services Staff and ‘Typical Academics’ in UK Universities
Martin, N. (2020). Practical Scholarship: Optimising Beneficial Research Collaborations Between Autistic Scholars, Professional Services Staff and ‘Typical Academics’ in UK Universities. in: Chown, N. (ed.) Neurodiversity: A New Critical Paradigm Routledge.
The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace
Wilson, L., Martin, N., Conway, J. and Turner, P. (2020). The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace. NADP.
Autism in Black, Asian and Minority Ethnic Communities: A Report on The First Autism Voice UK Symposium
Kandeh, M.S., Kandeh, M.K., Martin, N. and Krupa, J. (2020). Autism in Black, Asian and Minority Ethnic Communities: A Report on The First Autism Voice UK Symposium. Advances in Autism. 6 (2), pp. 165-175. https://doi.org/10.1108/AIA-12-2018-0051
Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice
Martin, N. (2019). Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice . Journal of Inclusive Practice in Further and Higher Education. 11 (1), pp. 52-53.
Implementing Inclusive Teaching and Learning in UK Higher Education – Utilising Universal Design for Learning (UDL) as a Route to Excellence
Martin, N, Wray, M, James, A, Draffan, EA, Krupa, J and Turner, P (2019). Implementing Inclusive Teaching and Learning in UK Higher Education – Utilising Universal Design for Learning (UDL) as a Route to Excellence. Society for Research into Higher Education.
A critical reflection on the development of the Participatory Autism Research Collective (PARC)
Milton, D, Ridout, S, Kourti, M, Loomes, G and Martin, N (2019). A critical reflection on the development of the Participatory Autism Research Collective (PARC). Tizard Learning Disability Review. https://doi.org/10.1108/TLDR-09-2018-0029
The sensory school: working with teachers, parents and pupils to create good sensory conditions
Martin, N, Milton, DEM, Krupa, J, Brett, S, Bulman, K, Callow, D, Copeland, F, Cunningham, L, Ellis, W, Harvey, T, Moranska, M, Roach, R and Wilmot, S (2019). The sensory school: working with teachers, parents and pupils to create good sensory conditions. Advances in Autism. 5 (2), pp. 131-140. https://doi.org/10.1108/AIA-09-2018-0034
Identifying and Addressing Barriers to Employment of Autistic Adults
Martin, N, Barnham, C and Krupa, J (2019). Identifying and Addressing Barriers to Employment of Autistic Adults. Journal of Inclusive Practice in Further and Higher Education. 10 (1), pp. 56-77.
Pastoral care and intellectual disability. A person-centred approach
Martin, N (2019). Pastoral care and intellectual disability. A person-centred approach. Disability and Society. 34 (3). https://doi.org/10.1080/09687599.2018.1563988
Guest editorial
Milton, DEM and Martin, N (2018). Guest editorial. Advances in Autism. 4 (4), pp. 153-154. https://doi.org/10.1108/AIA-10-2018-041
Inclusive teaching and learning: what's next?
Draffan, E, James, A and Martin, N (2017). Inclusive teaching and learning: what's next? Journal of Inclusive Practice in Further and Higher Education. 9 (1), pp. 23-34.
Considering employment of young people with intellectual impairment and autism leaving school and college
Barnham, C and Martin, N (2017). Considering employment of young people with intellectual impairment and autism leaving school and college. Autism and Intellectual Disability in Adults. 2 (1), pp. 53-59.
Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions.
Wilson, L and Martin, N (2017). Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions. Journal of Inclusive Practice in Further and Higher Education.
Autism and old age
Martin, N and Krupa, J (2017). Autism and old age. in: Autism and Intellectual Disability in Adults Hove Pavilion.
Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study
Martin, N, Milton, D, Sims, T, Dawkins, G, Baron-Cohen, S and Mills, R (2017). Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study. Advances in Autism. 3 (4). https://doi.org/10.1108/AIA-06-2017-0013
Supporting the inclusion of autistic children
Martin, N and Milton, D (2017). Supporting the inclusion of autistic children. in: Knowles, G (ed.) Supporting Inclusive Practice and ensuring opportunity is equal for all Routledge.
The development and evaluation of a mentor training program for those working with autistic adults
Milton, D, Sims, T, Dawkins, G, Martin, N and Mills, R (2017). The development and evaluation of a mentor training program for those working with autistic adults. Good Autism Practice. 18 (1), pp. 25-33.
The Cambridge Project: reflections on a university-based AS social group
Hastwell, J, Martin, N, Baron-Cohen, S and Harding, J (2017). The Cambridge Project: reflections on a university-based AS social group. Good Autism Practice. 18 (1), pp. 97-105.
Encouraging disabled leaders in higher education: recognising hidden talents
Martin, N (2017). Encouraging disabled leaders in higher education: recognising hidden talents. Leadership Foundation for Higher Education.
Beyond reasonable adjustment: autistic-friendly spaces and Universal Design
Milton, D, Martin, N and Melham, P (2016). Beyond reasonable adjustment: autistic-friendly spaces and Universal Design. in: Milton, D and Martin, N (ed.) Autism and Intellectual Disabilities in Adults Vol. 1 Hove Pavilion. pp. 81-85
Developing a user informed training package for mentoring people on the autism spectrum
Sims, T, Milton, D, Martin, N and Dawkins, J (2016). Developing a user informed training package for mentoring people on the autism spectrum. Journal of Inclusive Practice in Further and Higher Education. 7 (1), pp. 49-52.
Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates
Chown, N, Beardon, L, Martin, N and Ellis, S (2016). Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 22-38.
REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning
Martin, N (2016). REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning. National Autism Society 2016 Professional Conference. Telford 01 - 02 Mar 2016 London South Bank University.
Compassionate Balliol
Martin, N (2015). Compassionate Balliol. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 58-61.
Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice
Martin, N (2012). Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice. Good Autism Practice. 13 (1), pp. 56-63.
What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words)
Beardon, L, Martin, N and Woolsey, I (2009). What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words). Good Autism Practice. 10 (2), pp. 35-43.
Personal statements: helping transition to further education and employment
Martin, N (2008). Personal statements: helping transition to further education and employment. Good Autism Practice. 8 (2), pp. 17-20.